فهرست مطالب رحمت الله خسروی

Teaching is a multifaceted and intricate professional practice that necessitates a deep understanding and development of Pedagogical Content Knowledge (PCK), particularly for chemistry educators. PCK, which integrates content knowledge with pedagogical knowledge, has been a focal point of research in teaching and curriculum development since 1980s. PCK encompasses the ways in which teachers transform their understanding of the subject into forms that are comprehensible and engaging for students. Despite the existing literature on teacher-centered methodologies, there remains a significant gap in understanding how these approaches can effectively cultivate PCK as an essential component of teachers' professional competencies. This study adopts a qualitative research framework to investigate the impact of teacher-centered research methodologies—such as action research, lesson study, and self-study—on the enhancement of PCK among chemistry teachers. The authors draw upon their diverse and credible experiences to provide comprehensive insights into this process. Findings reveal that teachers employing these pragmatic research approaches are able to identify and address specific challenges within their classrooms. Moreover, they gain a deeper understanding and development of their PCK within particular educational contexts, ultimately leading to improved student learning outcomes. These findings highlight the critical role of teacher-centered research as a vital resource for advancing the quality of teaching and learning in chemistry education.

The present study aimed to assess psychology textbooks in Iranian higher education curriculum, focusing on learning styles and their adaption to teaching methods. Using qualitative content analysis, 10 Persian-authored and translated books were examined after consulting university professors and publishers. The findings revealed 11 learning styles in educational psychology textbooks, with the impulsive/reflective style having the highest frequency at 16.3% and the Layered model having the lowest frequency at 1.3%. Additionally, 60% of authors showed a positive stance on aligning teaching methods with learning styles, while 20% had no clear position and 20% were neutral. According to the findings, only 30% of textbooks addressed criticisms of learning styles theories and the lack of evidence supporting the impact of aligning teaching methods with learning styles on academic performance. The results indicated that despite the lack of sufficient research evidence, Iranian authors generally support adapting teaching methods with learning styles and encourage their implementation.

The current research was designed and implemented with the aim of identifying the dimensions of parents' interactions with children and primary school teachers in the process of virtual teaching and learning. This research was conducted qualitatively and in a phenomenological way with a purposeful sampling method. The studied participants were 14 mothers of male and female elementary school students in Abhar city who were subjected to virtual education in the academic year of 2020-2021. The data collection tool was a semi-structured in-depth interview. The text of the interviews were reviewed and analyzed using the theme analysis method and the interviews were continued until the saturation of the data. Validity check was done using two methods of long-term engagement and asking colleagues and reliability check was done through participant review method. The findings of the research showed that parents, through building trust, paying attention to the emotional-psychological condition of their children, creating creative methods to increase their participation, increasing technological literacy, finding effective communication channels with the teacher and cooperating with the teacher in the learning-teaching process. They can increase the effectiveness of virtual education for their children's learning. In this research, parent-child interaction, constructive and active quality, and parent-teacher interaction were at an average level.

The purpose of this study is to investigate the Amplification and reduction of e-learning in Teacher Training University and also to examine the perception of student-teachers of e-learning under the influence of technology and their experience of professors and teaching under the influence of technology. For this purpose, post-phenomenological method has been applied. Post-phenomenology is defined an approach in the philosophy of technology that studies the relationship between human and technology and the effects of technology on human. Regarding the data collection, interviews were used as the tool to reach the purpose; in this way, in-depth semi-structured interviews were conducted with 25 student-teachers in the university campuses from 12 provinces and the findings were analyzed based on a post-phenomenological perspective. The results indicated that student-teachers consider e-learning positive in some cases, including in terms of flexibility of time and place, saving time and money, more familiarity with technology and more comfort and freedom in virtual classes. Also, this type of education has provided the ground for some undesirable behaviors in students. They also cited factors such as weak infrastructure, such as Internet speeds and system problems. They believed that classes were boring and that it was difficult to concentrate on learning, and that assessment had lost its meaning.

The Covid-19 pandemic is a threat to human health and and has fundamentally changed many human activities. Since November 2019, the world has been facing a crisis called Covid-19, which has created an emergency for different countries, especially for their education system. Covid-19 Pandemic has disrupted the education systems of most countries. Social distancing, the school closure or the reduction in the frequency of face-to-face teaching, and the expansion of online teaching are some of the effects of the Covid 19 pandemic. During the pandemic, most parents prevented their children from attending school because they feared they and their children would be infected with the Corona virus. In such a situation, home-based education was the most appropriate option to maintain the health of students on the one hand and the continuation of their education and learning on the other hand. Home-based education created a situation in which parents entered their children's education and learning cycle for a long time. This phenomenon created a new educational order in which students did not stop their education. The aim of the present study was to investigate primary school students’ mothers' experiences of home-schooling during the Covid-19 pandemic. The present qualitative study was carried out using a phenomenological strategy. The study population was all mothers of Zanjan students in primary schools. It should be noted that during the Covid 19 pandemic, especially in the elementary school, mothers were more involved in their children's teaching-learning process than fathers for a variety of reasons. Therefore, in the present study, participants were selected from among mothers. From this population, 15 individuals were selected as participants in the study using purposive sampling (chain sampling). Semi-structured (in-depth) interviews were used to collect data. The average interview time was about 90 minutes, and the interview process continued until reaching data saturation. The interviews were conducted on Google Meet after making the necessary arrangements and were recorded after obtaining interviewees’ permission. Data analysis was carried out using thematic analysis. To perform validity assessment, peer review and member checking methods were used. To perform the peer review method, contacts were made with some individuals with sufficient experience and expertise in qualitative research methods, and their opinions on research design, data collection, and analysis was obtained. Regarding the member checking method, the interview text was coded, and interview analysis results were provided to several of the interviewees to revise them and comment on them. Most of the interviewees expressed satisfaction with the research process. To evaluate the research reliability, the interview text was coded by three anonymous individuals. The result showed 85% agreement between the coders and the relative stability of the responses was confirmed. The research findings identified nine organizing themes as follows: 1) mothers' mental and attitudinal preparations; 2 teaching and learning platforms; 3) technological literacy for mothers and students; 4) guiding children's learning assignments; 5) supporting teachers' teaching; 6) supporting teachers' evaluation; 7) psychological status of mothers and children; 8) time in virtual teaching and learning; and 9) mothers' relationship with school agents (teacher, principal, assistants and counselor). The results showed that home-schooling is a complex and challenging phenomenon for mothers. After the widespread closure of schools, mothers found themselves in a challenging and unfamiliar situation due to a lack of preparation for home-schooling. Although mothers were initially forced to accept home-based education, they were concerned about the adverse effects of reducing their child's social interactions. Although mothers gradually improved their capacity for home-based education, they found face-to-face school education to be an irreplaceable element for elementary school students. At the beginning of the virtual teaching, due to the lack of a suitable platform, the teaching and learning process was followed on social networks such as WhatsApp. With the launch of the "SHAD" platform, the formality and order of the classrooms increased. This platform, due to its relatively diverse facilities, somewhat increased the quality of teaching and learning process. In addition to the above, the findings showed that mothers did not receive the necessary training on how to use the teaching platform. The findings also showed that mothers guided their children step by step in homework such as math.Some mothers showed impatience due to their children's lack of motivation to do their homework. Mothers were unfamiliar with teaching methods to their children at the beginning of home schooling. Gradually, through gaining experience, self-learning, and the use of digital learning resources, their skills in supporting and complementing teacher teaching increased. According to the findings, mothers were actively involved in evaluating their children's learning. Although mothers's anxiety and stress were greater than their children in the formative and final evaluations, they controlled themselves and tried to reduce their children's stress. Despite the various concerns of mothers during the Covid-19 pandemic, they tried to create a relatively good learning environment for their children at home. The results showed that during the Covid-19 pandemic, formal teaching time decreased but informal teaching time increased. This, in turn, created challenges in the mothers' life program. Finally, the findings showed that mothers have a better relationship with teachers in "home based education" than in "school based education". They frequently consulted with the teacher about their children's learning difficulties. Mothers' relationship with the school principal was purely administrative. The lack of a psychologist or counselor at school prevented some mothers from receiving specialized help in dealing with their children's mental disorders. Despite all the shortcomings and limitations of the Covid-19 pandemic, it provided opportunities for parents to enter the learning cycle more seriously and experience a new form of interaction with their children and teachers. Home- based education requires parental preparation; Providing the necessary software and hardware facilities; Psychological support; providing a suitable cultural background and so on. If these requirements are met, then effective learning opportunities will be provided for students, especially in emergency and crisis situations.

The purpose of this study is to explore the experiences of student-teachers about the teaching and learning process during COVID-19 pandemic at Teacher Training University. The research has been conducted with a qualitative approach and phenomenological strategy. The study population included all student-teachers in the field of Educational Sciences at the Teacher Training University of Zanjan, Iran. Fifteen of them were selected as participants in the study using purposive sampling. And semi-structured interviews were used to collect data. Thematic analysis method was used to analyze the data. The research findings were identified in eight organizing themes as follows: 1. Mental, cultural and psychological preparation of student-teachers, 2. Platforms for teaching and learning, 3. Technological literacy of student-teachers and professors, 4. Student-teacher access to required information resources, 5. Curriculum content, 6. Learning activities, 7. Teaching strategies and methods, and 8. Evaluation strategies from student-teacher learning.

The purpose of this study is to evaluate the effectiveness of the Skill Training Program at the Teacher Training University. For this purpose, research has been conducted with a qualitative approach and phenomenological strategy. The study population was 79 primary school teachers who have completed their skills training program at Teacher Training University of Zanjan, Iran. From this population, 14 individuals were selected as participants in the study using purposive sampling. Semi-structured (in-depth) interviews were used to collect data. Interviews with the samples continued until the data saturation stage. Thematic analysis method was used to analyze the data. The validity was investigated using two methods of long-term involvement and seeking colleague opinion. Also, reliability was done using the reviews of the participants. The research findings identified five organizing themes as follows: 1) curricula; 2) professors and their teaching; 3) university programs and policies, 4) skills learners; and 5) cultural and social environment. In general, the results showed that the Skills Training Program at Teacher Training University is not effective enough.

The purpose of this study was to investigate the effects of social skills training on self-efficacy of students in Farhangian Univerity. The research method was semi-experimental including a pretest- posttest design with control group. The statistical population consisted of 210 B.S students in Educational Sciences at Farhangian University, (Shahid Beheshti Campus of Zanjan). Finally, 60 students were selected by convenience sampling and they were randomly assigned into experimental or control groups. Both groups completed the General Self-Efficacy Subscale (Sherer et al., 1982) before and after social skills training, and one month after the study. The obtained data were analyzed by multivariate analysis of variance (MANOVA) and one-way analysis of covariance (ANCOVA). The results indicated that social skills training had positive effects on self-efficacy of students in the posttest and these effects were persisted in follow-up.

Secondary education students could effectively do their multi-tasks, improve condition of themselves and their society, and confront with life’s difficult situations and society’s changes and complications as the society’s active members just when they are provided by well-prepared life skills comprehensive curriculum. Therefore, the main purpose of this study is identification of damages existing in components of life skills curriculum according to Frances Klein scientific model from viewpoint of education specialists, teachers, and students of state high schools in Tehran and provision of solutions for its improvement. This is descriptive survey and statistical population includes education specialists, teachers, and students of state high schools in Tehran. Also the sample contains 19 education specialists, 64 teachers, and 378 students and data measurement tool is structured questionnaire. Descriptive data analysis methods were frequency, percentage etc. and deductive ones were single sample t-test, Kruskal Wallis one-way analysis of variance and Mann-Whitney U test. Findings indicated that damages existing in components of life skills curriculum were goals, content, and training time from education specialists; learning activities, evaluation, and time from teachers’ view; and finally educational material, learning activities, evaluation, categorization, as well as time and space of the education.

In this paper by descriptive - analytic methodology، at first، different aspects of the «practical» theory in the field of curriculum through direct reference to the works of Joseph Schwab as the originator is discussed. In the next step، implications of the Practical theory for decentering decision making about curriculum from the dominance of the central organization as one of the most important issues of the curriculum are examined. It seems evident that there is no possibility to meet the needs of different regions in a country through a single national center for curriculum development. In order to make the curriculum compatible with a variety of environmental conditions، different regions of a country should be enter in decision making process about curriculums in terms of their capacities. These discussions in Schwab’s practical theory is connected with the discussion of decisions making based on educational practical situations.

is based on a project with an approach to learning which is deep and comprehensive for teaching- learning situation in the classroom which engage students in probing and discovering valid and valuable problems. Projects are complex tasks and are-based on problems and questions which are challenging which engages students in designing, problem-solving, decision making or discovery activity and which provide them an opportunity for learning for long periods of time relatively independent which also result in producing artifacts or presenting matters realistically. This kind of learning instead of having an inflexible and closed structure has a complex and flexible frame work. This frame work has characterizes which are descriptive of teaching-learning interactions. This article has two parts in the first part, constructivist approach and its background relating to that learning domain which is based on project is presently and then a model for educational design based on project approach is discussed. In the second part, while mentoring project based on web-learning, a educational design model suitable to that will be presented as well.

The most longstanding theoretical formulation in the realm of curriculum is "Tyler rationale" that is reflected in the famous book of "Basic principles of curriculum and instruction". This article that performed with analytical method seeks to answer two central questions: 1) what contents of the Tyler rationale are still justifiable and reliable? 2) What are neglected subjects in the rationale? In this regard, features and elements of the Tyler rationale such as educational objectives; sources for setting educational objectives (learners, society, and subject matter specialists); selecting, organizing, and evaluating learning experiences; and the type of curriculum model was studied and interpreted. What distinguishes the present paper is use of Tyler interviews for better understanding his rationale.

Predefined curriculum has been criticized by many scholars. As a result، an alternative concept called emergent curriculum has surfaced. This conception of curriculum calls into question features of predefined curriculum such as fixed and linear approach to curriculum development. Also، it is claimed that emergent curriculum contributes to furthering the depth and richness of curriculum inquiry، thus making curriculum practice consistent with the cause of reinforcing students’ creativity. The most significant features of emergent curriculum discussed in the paper are argued to be experiential nature، creativity stimulation and relevance to life. This paper relies on a conceptual analytical methodology and initiates the process by investigating the differences between the concepts of predefined and emergent curriculum، leading to a discussion of basic assumptions، critical features and requirements for execution in emergent curriculum.

According to the critical theory, education is seen as an inseparable factor from human and social evolution. This theory considers school, curriculum, teaching and learning as factors and activities which go beyond mere academic affairs and have political, economic, social and educational implications. In this regard, the present study attempts to analyze the critical theory of education and its implications for the curriculum. In this study, "Speculative Essay" is used as research method and "Review of Documentation" is used as a tool for information gathering. According to the research purpose, topics such as philosophical foundations of critical theory of education, the education process in this theory, critical theory implications for the curriculum and the criticisms related to it have been surveyed.

The aim of the research was to study the relationship between active teaching methods and enhanced motivation towards research among students in Shahid Bahonar University, Humanities Faculty. This research was a correlational research. The data gathering instrument was a researcher-made questionnaire. The population included 3251 students majoring in human sciences. Of these 344 were selected through random sampling. The results indicated that 5/4 % of respondents believed that applying active teaching methods by teachers is very low; 78/5 % believe it is low; 15/4 % believe it is high; and 0/6% believe it is very high. 2/6 % of respondents had very low motivation toward research; 19/2 % have low motivation; 48/1 % have high motivation; and 30/1 have very high motivation. There was a significant relationship between active teaching methods and student's motivation toward research. There was a significant difference among different departments in the faculty: the highest amount of motivation was observed in the Law, Social Sciences and Educational Sciences departments. There was a significant relationship between age, gender and entrance year and student's motivation toward research.